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SUPERGirls SHINE Foundation

Why We’re Needed—FACTS

 

501(c)3 Non-profit Organization

engage > empower > develop > globally by exposing girls 10-17 & 18-24 to STEM professions, leadership development & character building strategies.  

Click here  to learn more about our SUPERGirls SHINE Club, a Program that engages, empowers and develops in leadership, character building with a focus on STEM (science, technology, engineering and mathematics). 

STAT​​​​S

75% of girls with low self-esteem reported engaging in negative activities like cutting, bullying, smoking, drinking, or disordered eating. This compares to 25% of

girls with high self-esteem.

Low self-esteem is a thinking disorder in which an individual views him/herself as inadequate, unlovable, and/or incompetent. Once formed, this negative view permeates every thought, producing faulty assumptions and ongoing self-defeating behavior.


98% of girls feel there is an immense pressure from external sources to look a certain way (National Report on Self Esteem)

Over 70% of girls age 15 to 17 avoid normal daily activities, such as attending school, when they feel bad about their looks.


Female students' achievement in mathematics and science is on par with their male peers along with female students who participate in high level mathematics and science courses at similar rates as their male peers, with the exception of computer science and engineering (NSF, Science & Engineering Indicators, 2016).


3% of Fortune 500 CEO's are women (CNN Money)

Women comprise 50% of the population and 49% of the total U.S. workforce, but hold only 24% of all STEM positions.


In 2009, a total of 2.5 million employed college-educated women working in STEM fields in stark contrast to 6.7 million men with college educations.


29% of American firms are owned by women, yet employ only 6% of the country’s workforce and account for barely 4% of business revenues.  This is roughly the same share they contributed in 1997. (The Economist / 2013 State of Women Owned Businesses)


A STEM-employed woman makes 86 cents for every dollar that her average STEM-employed male colleague earns


Female STEM majors were twice as likely to be employed in healthcare and education after graduation than male STEM majors.

Source: NJIT



Higher Education
The rates of science and engineering course taken by

girls/women shift at the undergraduate level and gender

disparities begin to emerge, especially for minority women

(NSF, Science & Engineering Indicators, 2016).

 
STEM Workforce
Women remain underrepresented in the science and engineering

workforce, although to a lesser degree than in the past, with the

greatest disparities occurring in engineering, computer science,

and the physical sciences

(NSF, Science & Engineering Indicators, 2016).

Race and ethnicity are salient factors in rates of participation in the

science and engineering workforce

(NSF, Science & Engineering Indicators, 2016).

Furthermore, women of color have shared they continue to feel

isolated, lack of confidence/question ability, lack of sponsor/mentor

as well as lack managerial support.  


Finding Solutions 

These concerns have increased the number of women of color who leave STEM careers early.  So having these trues early helps us empower our SUPERGirls with skills for increased self-awareness, active confidence, strong leadership and social skills where they take these skills and apply to their scholastic experiences, family dynamics, peer interactions while learning how to solve conflict, apply critical thinking and solve problems in a healthy manner.